The Socialization Of Education

Throughout my lengthy academic career, I have experienced an array of life-changing events that were mainly catalyzed by my race/ethnicity and social class. During my early years of education, I struggled to find answers to these daily issues, complications, and obstacles within the classroom. For example, I was bewildered when my classmates appeared shocked when I received one of the highest grades on a difficult test or quiz. Even certain teachers would have a sense of awe and confusion, which was clearly exhibited by their facial expressions, body language, and tone of voice. At that time, I did not fully understand my situation. The reality was that I was attending the most expensive private school in Las Vegas, Nevada, while usually being

Within agents of socialization, individuals are first introduced to the beliefs and values of society. In the period extending from entry into first grade until entry into the labor force, the school class can be considered the most focal socializing agency. According to the United States Department of Education, “most U.S. children spend about seven hours a day in school, which makes it hard to deny the importance school has on children’s socialization”. School and classroom rules, which are implemented by teachers, constantly reinforce what society expects from children. For example, schools in the United States have implemented competition into the way grades are awarded and the way teachers evaluate students. When children participate in a spelling bee, they quickly learn that there are winners and losers within society. Nonetheless, a functionalist would attribute me badly losing to the other white male presidential candidate to the school attempting to maintain social order and stability. By electing the first African American school president, the school may become fragmented and dysfunctional. The majority of faculty members and students, who have shared public views and beliefs, might not coincide with me, an African American male, being school president. A functionalist would mention how my race caused me to lose the presidential race by stating their theory does not encourage

In order to ensure the subordinate group is abiding by the rules and acting accordingly, the dominant group reserves all the wealth and power. By doing so, the subordinate group has no chance to climb social ranks and attain wealth. Therefore, the dominant group will remain superior.vIn addition, conflict theorists believe society is hierarchal and constantly changing in response to social inequality and social conflict. Regarding my situation at the private school, a conflict theorist would explain the phenomenon by asserting that the white students and faculty members were the dominant group, whereas I was the subordinate group. The dominant group, who attained high status, suppressed my capability of causing social change and achieving a significant milestone. Although I lost the presidential race, a conflict theorist might presume that my bold action of running for school president as an African American could be the inertia to creating social change. In fact, social change is accomplished when tensions burgeon due to unevenly distributed power, status, and resource. A conflict theorist might also analyze my case and claim that I was attempting to acquire more power and higher social status, despite being in the subordinate group. If the subordinate group at my private school was the majority, I feel as